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to decide that they would be able to work in small groups with my CT or myself working
on subtracting fractions. The rest of the class would be able to move on to the next topic.
As students in the small group began to understand the concept, they would come back to
the whole group to work on the next topic as well.
Overall, this subtracting fractions exit slip shows that I understand assessment. I
was able to monitor the progress of my students and to make lesson plan decisions based
on their progress. I was also able to intervene and assist those students that did not
understand the concepts and needed more help.